Doživljanje sprememb na področju učne motivacije in počutja pri študentih v času študija na daljavo : magistrsko delo

Pongračič, Anastasija

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Title:	Doživljanje sprememb na področju učne motivacije in počutja pri študentih v času študija na daljavo : magistrsko delo
Authors:	ID Pongračič, Anastasija (Author) ID Kozmus, Andreja (Mentor) More about this mentor...
Files:	MAG_Pongracic_Anastasija_2023.pdf (1,09 MB) MD5: 118F47C32F8FACEEE6AA5845DAB91117
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Kot večina učečih se v Sloveniji, so se tudi študenti v šolskih letih 2020/21 in 2021/22 prvič srečali s šolanjem na daljavo, pri čemer so nehote spoznali drugačen način učenja in usvajanja znanja, a hkrati so se spopadali s prej nepoznanimi spremembami na področju učne motivacije, počutja in doživljanja študijskega procesa. Skozi svoje magistrsko delo sem želela izvedeti, kako je šolanje na daljavo vplivalo na različne vidike študijskega procesa in življenja študentov, kakšne posledice je tak način šolanja pustil na področju učne motivacije in počutja ter katere pozitivne vidike je bilo moč zaznati in jih je možno implicirati na sedanje ter prihodnje oblike šolanja. V teoretičnem delu smo obravnavali stališča različnih avtorjev glede motivacije in njenih podvrst; učenja na daljavo ter doživljanja in izolacije. V empiričnem delu smo analizirali motivacijo učečih se med šolanjem na daljavo ter vzroke za spremembe na področju doživljanja, izolacije, motivacije in učenja. Ugotovili smo, da večini anketiranih študentov šolanje na daljavo ni predstavljala večje težave in so ga v splošnem dojemali kot dobrega, saj je bila znotraj fakultet vzpostavljena zelo dobra struktura poučevanja, hkrati pa so bili tudi profesorji dostopni in odzivni. Šolanje na daljavo je imelo svoje prednosti in slabosti, pri čemer so bile prednosti izražene v večjem obsegu. Študentom je ugajala večja količina prostega časa, kot negativno pa so dojemali pomanjkanje socialnih interakcij tako z vrstniki kot tudi s profesorji. Raven učne motivacije se je med posamezniki razlikovala: nekateri so izolacijo od šolanja v živo dojemali negativno, kar je vplivalo na znižanje ućne motivacije in tudi na druge vidike spremljanja učnega procesa na daljavo, pri posameznikih, ki do šolanja na daljavo niso čutili zadržkov ali jih je slednje celo ugajalo, pa je motivacija ostala enaka ali se je povečala v primerjavi s šolanjem v živo.
Keywords:	Učna motivacija, študenti, šolanje na daljavo, počutje.
Geographic coverage:	Slovenija;
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	A. Pongračič
Year of publishing:	2023
Number of pages:	1 spletni vir (1 datoteka PDF (137 str.))
PID:	20.500.12556/DKUM-86173
UDC:	37.018.43-057.875(043.2)
COBISS.SI-ID:	178174979
Publication date in DKUM:	19.12.2023
Views:	602
Downloads:	72
Metadata:
Categories:	FF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	17.10.2023

Secondary language

Language:	English
Title:	Experiencing changes in the field of learning motivation and well-being among students during distance learning
Abstract:	During the school years of 2020/21 and 2021/22 the majority of students in Slovenia encountered distance learning for the first time, inadvertently getting to know a different way of learning and acquiring knowledge. At the same time, we were faced with previously unknown changes in the field of learning, motivation, well-being and the very experience of the studying process. Through my final thesis, I wanted to find out how distance learning affected various aspects of the learning process and students' lives; what consequences this method of education had on learning motivation and well-being; and which positive aspects could be perceived and implied in current and future forms of education. In the theoretical part, we discussed the views of various authors regarding motivation and its subtypes, distance learning, experiences and isolation. In the empirical part, we analyzed the motivation of learners during distance learning and the causes of changes in the field of experience, isolation, motivation and learning. The findings show that distance learning did not pose a major problem for the majority of surveyed students and they generally perceived it as good, as a very good teaching structure was established within the faculties, and at the same time the professors were also accessible and responsive. Distance learning had its advantages and disadvantages, with the advantages being expressed on a larger scale. Students liked the larger amount of free time, but they perceived the lack of social interactions both with peers and professors as negative. The level of learning motivation differed between individuals: some perceived the isolation from traditional, on-location schooling negatively, which had an impact on the decline of learning motivation and also on other aspects of attending the learning process at a distance, in individuals who did not feel reservations about distance learning or were even pleased by it, the motivation remained the same or increased compared to on-location schooling.
Keywords:	Learning motivation, students, distance learning, well-being.

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